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Cognitively Based Assessment of Research and Inquiry Skills: Defining a Key Practice in the English Language Arts

Author(s):
Sparks, Jesse R.; Deane, Paul
Publication Year:
2015
Report Number:
RR-15-35
Source:
ETS Research Report
Document Type:
Report
Page Count:
57
Subject/Key Words:
English Language Arts (ELA), Reading, Writing, Comprehension, Assessment, Cognitively Based Assessment of, for, and as Learning (CBAL)

Abstract

These learning progressions and their relation to the key practice can be leveraged in the design of cognitively based assessments of research and inquiry that are sensitive to students' developmental level. We conclude, with an example design for such an assessment to illustrate how key practices and learning progressions can be integrated to support measurement of research and inquiry skills.

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